Studies in Mathematical Scienceshttp://www.cscanada.net/index.php/sms
<p><a title="Authors" href="/index.php/sms/author" target="_blank">Authors</a> <a title="Reviewers" href="/index.php/sms/reviewer" target="_blank">Reviewers</a> <a title="Editors" href="/index.php/sms/sectionEditor" target="_blank">Editors</a><strong> <em><a title="New Submission" href="/index.php/sms/author/submit/1" target="_blank">New Submission</a></em></strong></p>en-US<p>The authors agree that:</p><ol><li>Authors of reports of original research should present an accurate account of the work performed as well as an objective discussion of its significance.</li><li>The authors should ensure that they have written entirely original works, and if the authors have used the work and/or words of others that this has been appropriately cited or quoted.</li><li>An author should not in general publish manuscripts describing essentially the same research in more than one journal or primary publication. Submitting the same manuscript to more than one journal concurrently constitutes unethical publishing behavior and is unacceptable.</li><li>Authorship should be limited to those who have made a significant contribution to the conception, design, execution, or interpretation of the reported study. All those who have made significant contributions should be listed as co-authors. Where there are others who have participated in certain substantive aspects of the research project, they should be acknowledged or listed as contributors.</li><li>When an author discovers a significant error or inaccuracy in his/her own published work, it is the author’s obligation to promptly notify the journal editor or publisher and cooperate with the editor to retract or correct the paper. If the editor or the publisher learns from a third party that a published work contains a significant error, it is the obligation of the author to promptly retract or correct the paper or provide evidence to the editor of the correctness of the original paper.</li><li>The author assigns, conveys, and otherwise transfers all rights, title, interest, and copyright ownership in this “Work” to our journal when the "Work" is accepted for publication. "Work” means the material submitted for publication plus any other related material submitted.</li><li>The assignment of rights to our journal includes but is not expressly limited to rights to edit, publish, reproduce, distribute copies, prepare derivative works, include in indexes or search databases in print, electronic, or other media, whether or not in use at the time of execution of this agreement, and claim copyright in said work throughout the world for the full duration of the copyright and any renewals or extensions thereof.</li><li>If the authors cannot obey the previous terms and cause legal problems, the authors will take the full responsibilities.</li></ol>sms@cscanada.org (Yanni DING)sms@cscanada.net (Albert Smith)Tue, 12 Aug 2014 05:34:56 +0000OJS 2.4.2.0http://blogs.law.harvard.edu/tech/rss60Implementing a Group- and Project/Problem-Based Learning in a College Algebra Coursehttp://www.cscanada.net/index.php/sms/article/view/4251
<p>The idea of this paper originated from reading the interesting article written by Mohammad A. Alseweed in Studies in Literature and Language (2013). In the article, the author defined and analyzed traditional learning, blended/hybrid learning and virtual learning. The result favored blended/hybrid learning in test scores and students’ attitudes suggests that students are more receptive when instructors use different teaching approaches. In this paper we describe an innovative approach to project-based learning in a group setting environment. Traditional science instruction has tended to exclude students who need to learn from contexts that are real-world, graspable, and self-evidence meaningful (Kolodner et al., 2003). As emphasized by Blumenfeld, one way of encouraging student engagement and addressing the contextualization of students’ inquiry is through project-based instruction (Bumenfeld et al., 1991; Petrosino, 2004). The learning sciences community agrees that deep and effective learning is best promoted by situating learning in purposeful and engaging activity (Bransford et al., 1999; Collins et al., 1989; Kolodner et al., 2003). Our goal for developing this collaborative project/problem-based learning technique is to engage the students in deep learning by encouraging them to write and explain all the steps of their reasoning when yielding to the answers.</p>Abdramane Sermehttp://www.cscanada.net/index.php/sms/article/view/4251Wed, 26 Feb 2014 00:00:00 +0000Research on the Distribution of MersennePrimes Based on Zhou’s Conjecturehttp://www.cscanada.net/index.php/sms/article/view/3976
<p>This paper presents an approximate expression of the number of Mersenne primes on the basis of Zhou’s conjecture, predicts the position of each Mersenne prime, and compares the number of Mersennes primes derived from this expression to the number of Mersennes primes derived from actual values and the four existing approximate expressions.</p>Wenlong DU, Bin SHEN, Yongqing ZHANGhttp://www.cscanada.net/index.php/sms/article/view/3976Wed, 26 Feb 2014 00:00:00 +0000Proving the Twin Prime Conjecturehttp://www.cscanada.net/index.php/sms/article/view/4014
Presented and proved symmetry primes theorem, parallelism proving the twin primes conjecture, Goldbach conjecture. Give part of the calculation.Dan LIU, Jingfu LIUhttp://www.cscanada.net/index.php/sms/article/view/4014Wed, 26 Feb 2014 00:00:00 +0000On Defined by Modulushttp://www.cscanada.net/index.php/sms/article/view/5450
<p>In this paper we defined the <img src="/public/site/images/miranda6644/MN5GLXE1L7U6OA3D3B235.jpg" alt="" /> defined by a modulus and exhibit some general properties of the space with an four dimensional infinite regular matrix.</p>N. Subramanianhttp://www.cscanada.net/index.php/sms/article/view/5450Fri, 15 Aug 2014 00:00:00 +0000